Error Corrections in L2 and a Preliminary Examination on Error Types in an L2 Mandarin Classroom

王韶龄

Lecturer

Affiliation: University of Toronto

In order to avoid fossilization in language acquisition, language educators utilize different strategies to effectively and efficiently correct learner’s language breakdown and errors. However, one of the frequently asked questions by second language educators is when and how to correct what, if any, and whom?

This paper intends to review previous conducted studies of feedback on errors used in the field of second language teaching and learning curriculum. On top of this, a preliminary examination will be given on the error types that students made in a first-year Mandarin class to illustrate what type of errors usually occur from native speakers of English when learning L2 Mandarin. It is with hope to collaborate with all the language educators who teach Mandarin as a second language to investigate the effective ways in correcting errors of L2 Mandarin learners.